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Primary>Support Strategies for Early Years and Key Stage 1
Support Strategies for Early Years and Key Stage 1
  • Help the EAL child to learn some useful phrases (Where is… What’s that?.. I want..) and the routines of the classroom so they can communicate with the peer group.
  • Use circle time to model responses.

  • Provide lots of books in various languages including the pupil’s home language.
  • Use the home corner to reflect aspects of the pupil’s culture and to provide objects and toys to familiarize the pupil with the new local culture.  
  • Talk with the other pupils about the different languages spoken.
  • Invite speakers of the pupil’s language and others to come in for story telling activities.
  • Learn some words in the pupil’s language , including the basics such as yes, no, thank you, hello, goodbye, numbers and colours.
  • Use dual language texts and if possible, taped stories in English and the learner's language (older bilingual pupils in the school or adults may be able to help record stories).
  • Plan pair and group activities inclusive of the new EAL/bilingual learner and proficient monolingual English speaking pupils
  • Use lots of photographs and provide visual aids through story props, magnetic cut outs, puppets, masks and dressing up clothes (including positive images that reflect the new pupil’s background) to stimulate talk and promote vocabulary development
  • Provide dual language/multilingual signs around the nursery or classroom.
  • Provide lots of ‘hands-on’ experience so the children can learn the new language through participating in activities that support their cognitive development.
  • Use small group activities as a basis of one-to-one talk with the child so that you have something stimulating and meaningful to talk about.
  • ‘Think-aloud’, that is, talk through your actions and use gestures to make making clear as you introduce and participate in a new activity.
  • Ensure that adults use a variety of question styles to encourage the pupil to use a variety of language functions.
  • Allow at least 10 seconds of ‘think time’ for children when they are asked to answer a question.
  • Accept that there may be a period of non-verbal communication on the part of the pupil. The pupil will be observing, listening and learning during this silent period time.
  • Use a home-school book to communicate with parents
  • Invite parents into the classroom to read to their child in their first language

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